going on one of the treasure hunts that we made for our maths assignments

This week we crammed five days of work into four so we could get all our work done. We started our new inquiry, finished two of three writing tasks and got stuck into division.

We kicked off inquiry with a discussion about what makes a city work and what do we thing a city is. At the end of the discussion we all wrote at least one question that we would like to find the answer to before the end of the unit. Here are two;

We have been focusing on writing Tall Tales these last two weeks. We had a homework task last week to write one about one of our parents and this week we wrote one with the help of storybird.com. We will finish off Tall Tales next week when we complete our group Tall Tale. It has been hard for some of us to keep to the Tall Tale writing guidelines and many times we have slipped into fantasy writing instead. After two weeks though we are starting to get the hang of it and our writing of Tall Tales is getting better.

In maths we have moved forward with division and we are getting the hang of long division and the steps that we have to take. Some of us still find it a bit confusing at times, but we all work at different speeds. We have also continued with our short times table quizzes and now have added multiples (division) quizzes as well.

Next week we will continue to extend on what we have been doing this week in maths, writing and Inquiry. We will start to apply our knowledge of what we know about division, complete our group writing tasks and plan and organise for a trip into town on Friday.

Have a good weekend and don't forget to hang up your lights, put on your winter tyres and go to the winter bazaar this weekend!

A trip into town

Dear Parents,
I am trying to plan a walk around the city next week where we will record the sounds of the city for our Inquiry and music project. Before I can plan anymore I need to find out how many parents are able to follow along to help out for the day. The idea is for year 4 to spend a few hours going to different predetermined areas of the city to record sounds (this could be something like a building site, train station, shopping mall, etc). I was thinking of doing this next Friday morning between 9.00 and 12.30 (back for lunch), we will need at least 4 parent helpers for the day so we can make five groups. If you can help out please email me and if you would like to help out but can do it on Friday please email me with the day that you can. We might find that most parents can only help out on say, a Thursday for example. Why are we doing this? As you know we have started our Inquiry unit about cities and the infrastructures that keep a city running. When I was planning some of this unit I thought that it would be beneficial for the students to become connected to the city and to stop the unit from becoming just six weeks of research. Thinking along these lines reminded me of when I lived in the outback after high school and when I would drive eight hours to Sydney to visit friends. The first thing that struck me every time I got out of my car was the noise the city made and how many different noises there was. This is something we block-out when we constantly live in a city. So why can't we make a type of music using the noise of the city? What would the song of Göteborg be according to the students? I talked to Joel who liked the idea and together we made a plan to make an installation in the school to show others as well. We talked to Joe in art as well and he has developed a plan for the students to build an installation for the 'music'. By doing this we will be letting the students make an audio and visual sensory connection to our unit and to the city as well as to isolate different types of infrastructure and to see and hear how it works. Ultimately we will know if the project has worked if it changes our connection and view of what a city is and it makes others stop, listen, look, and think.


 Regards, Christian.

Year 4 course overview

Year 4 Course Overview Calendar 2012.2013A few parents have asked for more information of what is happening when over the year, so I thought I'd put up a yearly overview of what we are doing according to Inquiry units.


Please remember that this is a live document so things will change from time to time

Homework week 48

This week for homework

Due Thursday

• Maths practice book pages 66 and 67. These pages look at dividing with remainders (p.66) and using models (p.67). Page 66 asks you to make a model to solve the questions, if you can solve the problem without doing this then don't worry about making one. Page 67 requests that you make a model for the first 12 questions, you might need a separate piece of paper for this. An example of a model would be 12 divided my 3

• Spelling sheet; the words on the photocopy for list F have been cut off so here are the full list of words

1. dawn
2. awful
3. law
4. synthetic
5. prevent
6. problem
7. attack
8. traffic
9. result
10. length
11. fact
12. orchard
13. starch
14. harvest
15. partner
16. pardon
17. alarm
18. bargain
19. carpenter
20. standard
21. regular
22. sense 

Due Friday

• Reading diary
• Tall Tale story on storybird.com

A new day, a new everything

Last week was a week of finishing; we finished our Program of Inquiry unit on Discovery, we finished our POI projects, we finished our maths treasure maps, we finished our explorer journals, we finished our maths unit on multiplication and we finished the week with a day of swimming.

As class activities goes it was mostly an uneventful week we spent most of it reviewing for our multiplication maths test and finishing off our POI projects and explorers journals. It was though, a week of self motivation and self control. The whole week was laid out to the students on Monday. Deadlines, goals and responsibilities and expectations were talked about. The students demonstrated a great work ethic all week and everyone worked hard over the week completing individual (studying for maths) and group tasks (POI project).

The week finished as you know with a day at Åby swimming pool. As always it was a great day with lots of playing around, diving off the diving board, and getting flushed down the toilet (the big red waterside). Sorry for the lack of photos but I didn't have any pockets in my board shorts (and my phone is not water proof) :)

This week we will be having a 'gentle start' into the new Inquiry unit as we have our Inquiry project to play and treasure maps to follow. Our new inquiry will look at cities and how they function.

Trans disciplinary Theme: How We Organize Ourselves

Central idea: Cities can have a variety of infrastructures to support its’ inhabitants.
Attitudes: cooperation
Profile: Balanced
Key concepts: causation, responsibility, and form
Related concepts: consequences and population

During this unit we will be trying to get out of the classroom and into the city as much as possible. If you have any good ideas or have any contacts with services that influence the makeup and balance of a city please let me know. A few ideas that we have had so far is to visit stadmuseet and I have been talking to Joel about making an installation project on the city's soundscape (sounds of the city). So even if you have the strangest idea please tell me as it just may be the one that we are looking for. 

In maths we have started our new unit on the concept of division. 

Pattern and function

Overall expectations

Phase 3

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Learning outcomes When constructing meaning learners:

• understand that patterns can be

analysed and rules identified

• understand that  division is

repeated subtraction

• understand the inverse relationship

between multiplication and division

When transferring meaning into

symbols learners:

• describe the rule for a pattern in a

variety of ways

• represent rules for patterns using

words, symbols and tables

• identify a sequence of operations

relating one set of numbers to another

set.

Number

Overall expectations

Phase 3

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Learning outcomes When constructing meaning learners:

• use the language of fractions

• model division of

whole numbers

• use the language of division, for example, factor,

multiple, product, quotient, prime

numbers, composite number

When transferring meaning into

symbols learners:

• develop strategies for memorizing

addition, subtraction, multiplication

and division number facts

• describe mental and written

strategies for multiplication and

division.

When applying with understanding

learners:

• use mental and written strategies for

multiplication and division in real-life

situations

• select an efficient method for

solving a problem, for example,

mental estimation, mental or written

strategies, or by using a calculator

• select an efficient method for

solving a problem, for example,

mental estimation, mental or written

strategies, or by using a calculator

This might look like a large amount to cover in a short time but many of the goals and expectations overlap each other and others (such as problem solving) carry on throughout the school year.

In language we have started looking at Tall Tales. We started by having whole class group reading this week about one of the Legendary figures of American folklore Davy Crockett. We also have homework to write a Tall Tail about one of our parents and finally, we (even the EAL beginners) started to write a Tall Tales book using Story Bird. Story Bird is a great free program online and is worth a look at if you have not seen it before. You can also get your books printed into real books if you want to. You can see the website here

It was good to see the French and Australian rugby teams win on the weekend (sorry Sasha)

Homework and tall tales

Here is the homework for the week.

Due Thursday:

• Read the below tall tail then write a short tall tail about one of your parents at we can put up at school. Be mindful of your presentation (how your page looks) and write it on a piece of paper*
• Maths complete all three sheets. Two sheets you only need to use your knowledge of times tables to work out. The third sheet you will always have a remainder (r). Remainders are when you have numbers left over (if you have not done this before don't worry as we will be learning it this week).
• Spelling sheet*

Due Friday

• Reading diary*

*Students in EAL beginners do not do this.

Birth of Paul Bunyan

Maine Tall Tales

retold by

S. E. Schlosser

Now I hear tell that Paul Bunyan was born in Bangor, Maine. It took five giant storks to deliver Paul to his parents. His first bed was a lumber wagon pulled by a team of horses. His father had to drive the wagon up to the top of Maine and back whenever he wanted to rock the baby to sleep.

As a newborn, Paul Bunyan could hollar so loud he scared all the fish out of the rivers and streams. All the local frogs started wearing earmuffs so they wouldn't go deaf when Paul screamed for his breakfast. His parents had to milk two dozen cows morning and night to keep his milk bottle full and his mother had to feed him ten barrels of porrige every two hours to keep his stomach from rumbling and knocking the house down.

Within a week of his birth, Paul Bunyan could fit into his father's clothes. After three weeks, Paul rolled around so much during his nap that he destroyed four square miles of prime timberland. His parents were at their wits' end! They decided to build him a raft and floated it off the coast of Maine. When Paul turned over, it caused a 75 foot tidal wave in the Bay of Fundy. They had to send the British Navy over to Maine to wake him up. The sailors fired every canon they had in the fleet for seven hours straight before Paul Bunyan woke from his nap! When he stepped off the raft, Paul accidentally sank four war ships and he had to scramble around sccooping sailors out of the water before they drowned.

After this incident, Paul's parents decided the East was just too plumb small for him, and so the family moved to Minnesota.

taken from: http://americanfolklore.net

Shannon our new help

by Emily and Vida

            Interview with Shannon

1.What are you afraid of ???

Being eaten by a shark while surfing.

2.What is your hobbies ???

Surfing, cooking, reading, Australian football.

3.Where do you want to live???

Australia and Sweden

4.How long have you lived in Sweden??

   3 months I have been moving around much.

5.Who is your favorite family member???

 My mom because she took care of me and loved me.

6.What is your favorite candy???

Chocolate!!

7.What makes you happy???

Friends and chocolate.

8.What is your favorite multiplication table???

The 9s

9.what was your favorite age?

My 20s

10. what is your favorite animal?

Polar bear

 11.what was your favorite job?

Working with penguins and ISGR

 12. What was your worst injury?

He broke his face playing football

13. What was your 1^st job?

Playing football (he got paid for it)

14. What is the most embarrassing moment of your life???

His first speech (he froze)

15.What is your biggest achievement in your life???

Building his house (not a tree house)

commutative property explained

homework week 46

This week we have some finishing up to do in and out of school. we have our Inquiry board game project, maths treasure map and our Explorer journals due by Friday afternoon. Most of this work will be completed in class, but if you think that you will not be finished by the end of the day Friday, then you will need to work on it at home as well.

Due Thursday:

• Spelling sheet

Due Friday

• Reading diary
• POI project, maths treasure map and explorers journal (students only need to take these home if they feel that they will not finish them during school time)

Next Monday:

we will be having a multiplication test next Monday, 19th November. I have started to give out review work to students in the form of photocopies and page references in their Maths Practice Book. Over the week we will also look at specific skills and understandings they need to know to be able to do their best on Monday.We will spend the rest of the week in class reviewing work we have done. Everyone has been asked to take home worksheets and their books and to study for the test. Therefore we do not have any set maths work this week.

The pages from the Maths Practice Book that have been set are from 'lesson 9.6' to 'lesson 12.5' (the lesson and following number correspond to an area of study, you can find them on the top right hand corner of the book).

Week 46

The Goonies following one of 4E's treasurer maps 

We are leading up to some big things this week. Firstly our Maths and Inquiry projects/assessments are due Friday afternoon. We also have to have our explorer journals completed by the end of the week.

In maths we will spend the week revising what we have learnt about multiplication as on Monday week 47 we will have a maths test. I will set out work at the start of the week to help students work on and review everything we have done. The students will be supplied with photocopies, text book references and other work to help them study. Their homework in maths this week will be to study for the test using the reference material.

We started last Thursday during reading groups reading non fiction factual books, this week we will continue with these books which will lead up to us reading and writing biographies.

On Friday we have our swimming day at Åby. At the moment I have received one offer of help for the day and one more to help out at the pool. We need at least three parents to help taking the students from the school to the pool and back again. At the moment we need two more people to help out. remember the school pays for your bus ticket and entry into the pool.

I have had only about 4 or 5 students bring in their 30:- for the swimming day, please could you make sure your child brings theirs in by Wednesday.

    

Weekly letter: parlez vous francais?

The week we go straight back into the swing of things with our Inquiry, language and maths work. On Monday the Maths and Inquiry projects where given out to a chorus of cheers and a thousand questions. You can view the Inquiry assessment on the blog here. For the maths project the class was split into groups and asked to make a real treasure map for the rest of the class to follow. The instructions where simple; demonstrate what we have learnt about girds and coordinates;

Grid points and coordinates

Data handling

Learning outcomes

• understand that scale can represent different quantities in graphs

Transferring meaning

• identify, read and interpret range and scale on graphs 

They also had to make it complex enough to demonstrate their depth of understanding, have multiple clues and they have to make it fun and challenging for the people who are going on the hunt.

After giving out the two assignments the biggest problem I am facing now is trying to to stop working on them and go home at the end of the day!

In writing, all the students are still enjoying working on their explorers journals so we have continued to work on them.

Have a good weekend!

Because of the lack of time I have been able to spend on the computer of late I have not been able to put everything  we have been doing on the blog. Below  is a bit of a pictorial essay of some of the things we got up to the week before the Autumn break. 

sisters making plates together during International week.

International week morning tea. We had steamed buns, dumplings, rice and egg noodles

we mixed our Chinese Yum Cha with the snacks we brought from home. The best thing I saw was a German student eating a pretzel with chop sticks

more food

Ever Monday we spend half an hour helping year 1 with their reading. We also helped out our Year 1 friends collect bugs, worms and creepy-crawly and at the same time using our exploration skills


On Friday afternoon I played a song as everyone was leaving. I informed the class that I was continually surprised by the great work of some of the students this week and when I though about it I realized most of them are expats from one country.

P.S. I was also planning this Monday to gloat about Australia beating France in rugby again. But after watching the game on Saturday night I think I will keep quiet...

AAr a compass!

Some students have said that they miss understood the homework in regards to making a compass. So here it is again;

1. Go into Google and type 'how to make a compass' , Leane and I just did this and Google found 35 million results, so you should be able to find something to help you.
2. make your compass, and write what you did, how you did it and the results (did it work?)
3. bring in your observations (short journal) to school. If you like you can bring in the compass as well.
4. Hand in your homework.

So, if you find yourself lost in the forest all you need is a needle and a magnet, or a magnetised needle :)

The narrator mentions that you stick the magnet onto the needle and leave it for a day. You can also achieve the same result from rubbing the needle in one direction for about a minute. Just make sure you are rubbing the right way otherwise you might find yourself heading south! 

Swimming day

Swimming 16th November

BAMBA menu

Here is the menu for this week as well as up until the xmas holidays


School Menu Week 45 6-V Vintermeny V46-51 2012

coffee morning with Mike

(From Mike)

6.11.12

Dear Parents,

 

Please feel welcome to come to my second coffee morning tomorrow. The presentation will be about the essential elements and it will be taking place in the football club next to the PE hall.

 

It is planned to take place between 8.30-10.00 and the hall can seat around 40 people.

 

Please email me if you think you would like to come.

 

Regards

 

http://teacherweb.com/SE/ISGR/MikeHowlett/apt1.aspx

You can stay up to-date with Mikes happenings by following his teachers web page or by clicking on his link at the top right. 

Dear Parents,
sorry for not updating the blog last week. It's amazing how much energy and time needs to go into something so small. This is how I spent most of last week:






Over the next week I will up date you all an the great week we had over week 43 which finished with the best Friday we have had this year! A big thank you needs to go out to all the parents who helped make it happen. Also, please send me photos if you have any!

In brief (I write more about it tomorrow), this week we have started a maths project on mapping, coordinates and grids. We have also been given our projects exploration.

Here is the homework for this week.





Homework week 45

an example of some home made compasses 

Due Thursday:

• Research and make a working compass at home. Keep a small journal of the research that you did, the steps that you took and how it worked. (google it, you will find ample information to help you make one)
• Spelling sheet

• Maths: pick any two activities to complete.

Do each one on a new piece of paper, make it like a mini project (you can take coloured paper from the classroom if you want).
Take your time in doing each. They should be completed to your highest possible standard.

1.  Draw up a chart of the multiplication tables (from 2 x to 12 x). Think of a way to make yours different from other times tables charts. Add any tricks that will help people remember them.

2. Classify multiplications into two groups; 1)groups which are easy to remember and 2) groups that you have trouble remembering

3. Construct a method on how to remember times tables that are hard. Give step-by-step instructions.

4. Make a diagram of (hanging model) with multiplication connections on it (like 3x4=12 : 2x6=12)

5. Produce a sheet of word problems that relies on multiplication to find the answer

6. Argue about the best way to remember times tables and why it is better than any other way. What would be one problem people might find with your way?

Due Friday

• Reading diary

Due in the future

• POI assignment

POI project

Explorers Year 4 Project: Game Design 

In groups of two create a simulation game about explorers. Two possible examples are a booklet or a board game.

·         This game should include the danger and the difficulties as well as the excitement and the rewards that explorers experienced.

·         It also needs to be relevant to the time that you choose. (example 1500s)

·         Designed for Year 4 students to play.

How Do I Get Started????

1.     Where is your game set? Outer space? Travelling from the earth to Mars? Discovering a new continent in the 1500s?

2.    What research do you need to do? List your burning questions to answer.

3.    What do the players in your game have to do?

4.    What materials will you need to make the game?

5.    How many players will play your game?

6.    How will your game end?

7.    Test your game to check how it works.

·         You will have time at school during lessons to plan and design your game.

·         Your materials need to be at school to work on in class.

·         Some research for the game may need to be done at home if necessary.

Rubric – Explorers Project

Item	Excellent	Very Good	Good	Needs Improvement
Understanding of dangers and rewards	The game demonstrates an excellent understanding that explorers face a variety of challenges on their voyages of discoveries.  (4+)	The game demonstrates a very good understanding that explorers face a variety of challenges on their voyages of discoveries. (3)	The game demonstrates a good understanding that explorers face a variety of challenges on their voyages of discoveries. (2)	The game has a basic understanding that explorers face a variety of challenges on their voyages of discoveries. (1)
Teamwork	Everyone in the group had a different job. Everyone put in the same amount of effort. Group making decisions were used to avoid conflicts.	Everyone in the group had a different job. Some people put in more effort than others. Group making decisions were used to solve conflicts.	Most people in the group had a different job. Some people worked harder than others. Group making decisions were used with teacher guidance to solve conflicts.	A few people in the group had different jobs. A few people did most of the work. Group making decisions were attempted but did not work.
Presentation of game	Looks very exciting and interesting. Very well laid out.	Looks exciting and interesting. Mostly laid out well.	Looks interesting. Mostly laid out well.	Basic looking game. Errors have been made in the presentation.
Game Play	Engaging and fun to play. Rules are clear and understandable. Correct age range. True to time period.	Engaging and fun to play. Rules are clear and understandable after a while. Correct age range. True to time period.	Engaging and fun to play at times. Rules are understandable after explanation. Might be too easy / hard for target age. True to time period	Fun to play at times. Rules are too hard to understand. Might be too easy / hard for target age. Not true to time period.